According to the Evaluation Committee, a thinking school excels in cultivating a thinking culture based on three criteria: how the school is organised and the level of support from the school management; how effectively the school carries out its various initiatives; and how well the school can sustain and review its programmes to support a thinking culture.

The 7 award-winning schools typically had adopted common good practices such as: ditching a top-down leadership style in favour of more dialogue between teachers, principals and HODs; giving teachers more autonomy to experiment and pursue projects that suited their strengths; and getting pupils actively involved in suggesting ideas. Underlying the success of these efforts was each school’s ability to empower their staff and students into making a thinking culture a vital part of their lives.

What are some of the winning schools doing to achieve this?

Dunman Secondary School - Cooking Up a Cultural Fusion

At Dunman Secondary School, “a culture of thinking and innovation” is one of the school’s strategic goals. Regular brainstorming sessions and incentive schemes such as a monthly prize for the best new idea gave birth to distinctive programmes like the Cultural Fusion project. Initiated two years ago, it integrates Design &Technology, Art and Home Economics in a learning experience that led to students eventually setting up their own restaurants in school. Today, the restaurants set up and run by Dunman students are showcased to other schools and this project won MOE’s Innergy Award in 2006.

Dunman also took on new media by introducing podcasting in its English and Humanities curriculum. After learning more about Apple’s learning technologies, the school developed a research project where Sec 3 students develop their own podcast on the issues involved in this fast-growing broadcast platform.

National Junior College - Developing Science and Staff

An eye for broader horizons also distinguished National Junior College (NJC), which launched the Singapore SIGMA Challenge in 2006. Supported by A*Star, this is an international science fair and competition where students work with top researchers, gain exposure to international scientific trends and learn what their peers are doing worldwide. Reputed schools from Australia, the USA, Japan and Korea sent teams to this year’s SIGMA Challenge, putting Singapore on the map of international science fairs.

Human resource development also became a priority as a committee of NJC teachers drives programmes to equip staff with more effective pedagogical methods and confidence in coaching classes. Teachers also receive guidance on maximising their potential and career development. These achievements made NJC one of 15 schools selected by MOE to spearhead the School Staff Developer Initiative in 2007.

Catholic High School - Engaging Both Pupils and Parents

A Learning Wonderland at Catholic High School emerged from a desire to get pupils excited about school and make it a place for fun and hands-on learning. Lessons are brought to life at experiential centres around the school. Each centre has its own set-up, such as a nursery for hatching chicks, a life-size Archimedes Screw for pulling water from the school pond, and recess-time story sessions that make every school day a special event that students look forward to.

With the China Everyday project, Catholic High School drew in old boys who have worked in China and invited them to share their experiences with the students. Every morning, students pick up economic, political and historical information about China from these first-hand accounts, giving them a unique perspective on the country and its culture.

Catholic High School also took the Partnership Award 2006 for its exceptional Parent Monitors System. Each class nominates two parent volunteers to liaise with the form and co-form teachers and help organise activities for the class, as well as promote good communication with the parents of that class. Moreover, since the introduction of a Support Group Portal, parents can give suggestions and volunteer to help organise school programmes. Feedback has been both increasing and constructive, helping to promote cohesiveness and good communication between staff and parents.